Unstructured play on playgrounds is beneficial to children's development, but children with disabilities are often unable to use playgrounds in the same ways as their peers without disabilities. No research to date has focused exclusively on the playground experiences of children who use augmentative and alternative communication (AAC). Therefore, in this scoping review, information from 10 studies published between 1990 and 2020 that investigated the playground experiences of children with disabilities, including those with limited speech, is synthesized. Included studies used experimental or non-experimental designs and involved the collection of either quantitative or qualitative data. The findings indicate that children with limited speech have diverse playground experiences and can benefit in some of the same ways as children with typical development from playground play but that they encounter barriers to participation that go beyond a lack of physical access. Additional research focusing specifically on understanding the communication experiences of children who use AAC on playgrounds is essential to address the complex issues associated with playground participation, including access to aided AAC systems on the playground. To foster more inclusive playgrounds, accessibility standards must address the unique needs of children with limited speech to support participation and access to communication on the playground.